Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Lawrence High School
9th Grade English Language Arts
Organization:
The following documents represent the range and organization of the Massachusetts English Language Arts Curriculum Frameworks
that students must master upon completion of their first year of English, along with the skills, learning outcomes, assessments, textsets and materials connected with said Standards. The curriculum documents are organized into six units of study, with dates provided
to guide the pacing of the unit. While the document outlines the specific theme of “identity” as well as some required extended texts,
the intention of the document is not to dictate all that teachers teach, or how teachers teach. It is the expectation that teachers will
adhere to the minimum requirements for the sake of consistency and cohesion in the delivery of the MA ELA Standards, but that they
will also feel free to use the documents as the starting point for their own unit and lesson development. Teachers are further
encouraged to tailor the units and themes to the specific needs of their students and theme of their school.
Course Levels:
Each of the English courses is offered at the honors and the college prep levels. While the standards and learning outcomes will
remain the same regardless of course level, the amount of teacher support and student modification will vary between the honors and
college prep level. These modifications include, but are not limited to, a higher volume of reading assignments, as well as more
challenging written assignments to be completed with a higher degree of student independence. These documents do not currently
include the modifications that are necessary to meet the specific needs of English Language Learners and Special Education students.
It is the expectation that teachers specializing in those areas will make the necessary accommodations that our English language
learners and special education students require.
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Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Contents
Language Progressive Skills............................................................................................................................................................................................ 3
Vocabulary Standards and Instructional Strategies ....................................................................................................................................................... 4
Unit 1.............................................................................................................................................................................................................................. 5
Unit 2.............................................................................................................................................................................................................................. 8
Unit 3............................................................................................................................................................................................................................ 11
Unit 4............................................................................................................................................................................................................................ 14
Unit 5............................................................................................................................................................................................................................ 17
Unit 6............................................................................................................................................................................................................................ 20
Suggested Supplementary Titles:................................................................................................................................................................................. 23
Teaching Resources...................................................................................................................................................................................................... 25
Note-taking .................................................................................................................................................................................................................. 26
Content/Response Notes Organizer: Fiction, Drama, Poetry ...................................................................................................................................... 26
Vocabulary Strategies .................................................................................................................................................................................................. 29
Rubrics..............................................................................................................................................................................Error! Bookmark not defined.
Formative Assessment Examples ................................................................................................................................................................................. 45
Lesson Planning............................................................................................................................................................................................................ 47
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Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Language Progressive Skills
At the beginning of each grade level all students will be administered a writing pre-assessment, which will assess for the language
standards that are outlined by the MA ELA Frameworks. Teachers should use the data from this assessment to determine areas of
need in relation to language skills, and plan instruction in those areas. Additionally, teachers will revisit language skill building as
they assess students throughout the year via writing assignments and oral language proficiency.
Standard
L.3.1f. Ensure subject-verb and pronoun-antecedent agreement.
L.3.3a. Choose words and phrases for effect.
L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their).
L.4.3a. Choose words and phrases to convey ideas precisely.*
L.4.3b. Choose punctuation for effect.
L.5.1d. Recognize and correct inappropriate shifts in verb tense.
L.5.2a. Use punctuation to separate items in a series.†
L.6.1c. Recognize and correct inappropriate shifts in pronoun number and person.
L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
L.6.1e. Recognize variations from standard English in their own and others’ writing and speaking, and
identify and use strategies to improve expression in conventional language.
L.6.2a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
L.6.3a. Vary sentence patterns for meaning, reader/listener interest, and style.‡
L.6.3b. Maintain consistency in style and tone.
L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling
modifiers.
L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating
wordiness and redundancy.
L.8.1d. Recognize and correct inappropriate shifts in verb voice and mood.
L.9–10.1a. Use parallel structure.
3
3
4
5
6
Grade(s)
7
8
9–
10
11–
12
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Vocabulary Standards and Instructional Strategies
The Massachusetts Curriculum Framework for English Language Arts and Literacy outlines specific vocabulary proficiencies that
must be attained by the end of each grade level. These vocabulary standards are represented in the Strands for both Reading Literature
and Informational Text. In addition, the Language Standards 3-6 also outline vocabulary-specific skills that must be practiced and
mastered to proficiency by the conclusion of grades 11-12. It is the expectation that students at Lawrence High School receive regular
and consistent instruction around the following vocabulary skills:
 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.
 Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.
 Determine the meaning of unknown and multiple-meaning words and phrases using a range of strategies, including:
 Use context as a clue to the meaning of words and phrases.
 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech.
 Consult general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine
or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
 Verify the preliminary determination of the meaning of a word or phrase.
 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings by interpreting figures of
speech in context and analyze their role in the text, and analyzing nuances in the meaning of words with similar denotations.
 Acquire and use accurately general and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word
or phrase important to comprehension or expression.
Evidence of students’ work on the above should be apparent in students’ notebooks. Specific vocabulary strategies have been
included in the “teacher resource” section of this document as a suggested guide for vocabulary instruction.
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Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
August 21 – September 27
Lord of the Flies by William Golding
Literary Analysis (Fiction), Informative/Explanatory Essay , Narrative Writing
Unit 1
Essential
Questions:
 Do individual control groups, or do groups control individuals?
 How does a society maintain order? Are laws necessary?
 How does the setting of a story contribute to the theme of the story?
RL2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
MA ELA
Standards
RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
MA.8.A: Relate a work of fiction, poetry, to the seminal ideas of its time.
RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
RI5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter).
RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
5
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Concepts and
Skills
Character Development
Theme
Main Idea
Plot
Text Structure
Sequence of Events
Point of View
Author’s Purpose
Allegory
Figurative Language
Social Satire
Allusion
Conflict
Climax
Foreshadowing
Setting
Symbolism
Content
Objectives
Students will:
 Identify two main ideas in Lord of the Flies, and explain how they interact and build on one another to create overall meaning within the novel.
 Identify themes in Lord of the Flies, and explain how those themes are revealed through the literary elements represented in the novel.
 Identify symbolism throughout Lord of the Flies, and explain how these symbols contribute to the overall meaning of the novel.
 Know the meaning of allusion in literature, and be able to identify biblical allusions within Lord of the Flies, and explain how Golding creates said allusions.
 Explain the plot structure of Lord of the Flies, and explain how the author uses this structure to create suspense and tension for the reader.
 Describe how the experiences of the main characters impact the development of those characters, and explain how the development of the characters contributes
to the overall plot of the work.
 Compare and contrast how two works of non-fiction express similar themes and ideas, but in different ways, i.e. through the use of literary elements in unique
ways.
 Identify two or more complex ideas in a short work of non-fiction, explain how these ideas interact and develop through an objective summary, and relate these
ideas to one of the major themes of Lord of the Flies.
 Determine an author’s point of view and purpose in a work of short non-fiction, and analyze how an author uses rhetoric to advance that point of view or purpose.
 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a work of short non-fiction.
 Convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
 Develop a topic in writing related to Lord of the Flies with well-chosen, relevant, and sufficient facts, concrete details, quotations, or other information and
examples from the novel to support their writing.
6
RL&RI1: Cite strong and thorough textual evidence to support analysis of what the text says.
RL&RI4: Determine the meaning of words and phrases as they are used in the text, including figurative
meanings.
SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics, texts.
SL4:Present information, findings, and supporting evidence clearly, concisely, and logically.
SL5:Make strategic use of digital media (e.g., textual, graphical) in presentations to enhance understanding
of findings.
W4:Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience
W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information.
W2a: Introduce a topic; organize complex ideas, concepts, and information to make important connections
and distinctions.
W2b: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples.
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Assessments/
Products
Types of Writing
Routine Writing: Students should extract information from texts and react to that information through daily note-taking strategies such as Content Response Notes
and Cornell Notes. Notes of this sort should be completed for each of the literary concepts outlined within this unit. In addition, frequent, explicit vocabulary
instruction should be included using tools like multiple entry vocabulary journals and the Frayer Model.
Writing Assessment – Explanatory Essay:
Example Essay Question: The novel's narrative action draws an increasingly firm line between savagery and civilization, yet the value of each becomes an issue in the
conclusion, when Jack's fire saves the boys. Using these terms, what is the novel suggesting about human nature, evil, and human civilization?
Narrative Writing – Students write a real life narrative related to the theme of social injustice in their community, and the impact that this injustice has on an
individual’s identity.
*More specific information regarding Common, district-wide, end-of-term assessments forthcoming.
1 Extended Work of Literature:
Texts
Lord of the Flies by William Golding
2 Short Works of Literature, 2 Short Informational Texts
Suggested Supplementary Reading/Materials:
“Crow Song” by Margaret Atwood (Poem)
Excerpt from The Declaration of Independence(Non-Fiction)
“Allegory” by Thomas Hood (Poem)
Mahatma Gandhi Speech (Non-Fiction)
NY Times Editorial: “The Littlest Killers” by Brent Staples
Film version of Lord of the Flies
Desert Island Survival Task
*See list of supplementary titles in the appendix for additional titles
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Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
September 30 – November 1 (Term 1 Ends October 25)
A Midsummer Night’s Dream by William Shakespeare
Literary Analysis (Drama)/Argumentative Essay
Unit 2
Essential
Questions:
 What is the power of dreams? Can dream have an effect on “reality”?
 How does Shakespeare structure language to create meaning and effect?
 How has Shakespeare’s work influenced contemporary society?
RL2:Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
MA ELA
Standards
RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world
literature.
RL5:Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time create such effects as
mystery, tension, or surprise.
RL7:Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how
a later author draws on a play by Shakespeare).
RI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four
Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
MA.8.A: Relate a work of fiction, or poetry to the seminal ideas of its time.
W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
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Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Concepts and
Skills
Drama
Theme
Character Development
Soliloquy
Central Idea
Language
Iambic Pentameter
Point of View
Shakespearean Tragedy
Ambition
Setting
Corruption
Prologue
Fate v. Freewill
Dramatic Irony
Imagery
Monologue
Tragic Hero
Paradox
Aside
Dialogue
Stage Directions
RL&RI1:Cite strong and thorough textual evidence to support analysis of what the text says.
RL&RI4:Determine the meaning of words and phrases as they are used in the text, including figurative
meanings.
SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics, texts, and issues.
SL4:Present information, findings, and supporting evidence clearly, concisely, and logically.
SL5:Make strategic use of digital media (e.g., textual, graphical) in presentations to enhance understanding
of findings.
W4:Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
W6:Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information.
W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W1a:Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s).
W1b: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the
strengths and limitations of both.
5 Act Structure
Students will:
 Explain how Shakespeare structures the plot of A Midsummer Night’s Dream, and describe how this plot structure has an effect on the way we interpret the play.
 Determine the theme(s) within A Midsummer Night’s Dream, and explain how they emerge and are shaped by specific details in the play.
 Identify Shakespeare’s use of allusion in A Midsummer Night’s Dream, and explain how this allusion relates to one or more of the major themes in the play.
 Identify Shakespeare’s use of paradox in A Midsummer Night’s Dream, and explain how this literary element contributes to the development of the main
characters in the play.
 Compare and contrast the impact that Shakespeare’s use of language has within A Midsummer Night’s Dream and a Shakespearean sonnet.
 Explain how the major themes presented in A Midsummer Night’s Dream relate to the seminal ideas of its time.
 Identify the particular cultural point of view in which A Midsummer Night’s Dream is set, and explain how Shakespeare presents that cultural perspective through
the elements of drama.
 Compare and contrast how two U.S. historical documents express the same concepts, and/or themes, but in different ways.
 Write argumentative essays in which the students support claims related to the plot and themes presented in A Midsummer Night’s Dream
.
Content
Objectives
9
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Assessments/
Products
Types of Writing
Routine Writing: Students should extract information from texts and react to that information through daily note-taking strategies such as Content Response Notes
and Cornell Notes. Notes of this sort should be completed for each of the literary concepts outlined within this unit. In addition, frequent, explicit vocabulary
instruction should be included using tools like multiple entry vocabulary journals and the Frayer Model.
Writing Assessment – Argumentative Essay:
Example Essay Question: In a well-developed essay argue either for or against the relevance of one or more themes in A Midsummer Night’s Dream to a 21 st Century
audience. Be sure to cite relevant and specific examples from the play to support your thesis
*More specific information regarding Common, district-wide, end-of-term assessments
1 Extended Work of Literature:
Texts
A Midsummer Night’s Dream by William Shakespeare
2 Short Works of Literature, 2 Short Informational Texts
Supplementary Titles:
Shakespeare’s Sonnets 18, 29, 116, 154 (Poetry)
A Midsummer Night’s Dream by Gustave Dore (Art)
Scene from A Midsummer Night’s Dream by Edwin Lanseer (Art)
A Midsummer Night’s Dream by Yuri Leitch (Art)
A Midsummer Night’s Dream 1999 Film Adaptation
Pyramus and Thisbe by Ovid
*More specific information regarding common, district-wide, end-of-term assessments forthcoming.
10
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
November 4 – December 30
Research, Informative/Explanatory Essay
Teacher’s Choice in Extended Work of Non-Fiction
 Is knowledge the same as understanding?
 How do I know if my information is reliable, accurate, unbiased, current and appropriate?
 How can the knowledge I gain through research help my community?
RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
Unit 3
Essential
Questions:
MA ELA
Standards
RI5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter).
RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI8:Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify
false statements and fallacious reasoning.
RI9:Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four
Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content
W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format
for citation.
W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL2:Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of
each source.
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Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Concepts and
Skills
Research – Purpose, Process, Organization, Impact
Thesis
Reliable v. Unreliable Sources
Biased v. Unbiased Sources
MLA Citation
Main Idea
Theme v. Concept
Structure of Non-Fiction
Synthesis of Information
Main Idea
RL&RI1:Cite strong and thorough textual evidence to support analysis of what the text says explicitly.
RL&RI4: Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings.
SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics, texts, and issues building on others’ ideas.
SL4:Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning.
SL5:Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings.
W4:Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience
W6:Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information.
W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Argument
Objective Summary
Students will:
 Identify two or more central ideas in a work of non-fiction, and write an objective summary of details from the work to explain how they interact and build
on one another.
 Explain how an author uses particular portions of the text to unfold a series of ideas, and/or claims in a work of non-fiction.
 Evaluate the argument and specific claims in a work of non-fiction, assessing whether the reasoning is valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
 Explain the historical and literary significance of seminal U.S. documents (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four
Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
 Conduct sustained research on a self-generated question, narrowing and/or broadening inquiry when appropriate.
 Know the purpose of research, and apply that knowledge to the development of a research thesis.
 Gather multiple authoritative print and digital sources, and synthesize that information to develop a research paper.
 Demonstrate understanding of the subject under investigation through writing.
 Evaluate the credibility and accuracy of sources, noting any discrepancies among data.
 Know the format of MLA citation, and apply that format to research writing.
Content
Objectives
12
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Assessments/
Products
Types of Writing
Routine Writing: Students should extract information from texts and react to that information through daily note-taking strategies such as Content Response Notes
and Cornell Notes. Notes of this sort should be completed for each of the literary concepts outlined within this unit. In addition, frequent, explicit vocabulary
instruction should be included using tools like multiple entry vocabulary journals and the Frayer Model.
Writing Assessment – Students will write and explanatory essay connected to the chosen literature addressed during this unit.
Midterm Assessment: Research Paper – Extended research paper on a topic related to the 9th grade theme of “identity.”
*More specific information regarding common, district-wide, end-of-term assessments forthcoming
1 Extended Informative Text:
Texts
Teacher’s Choice – Research 1 Short Work of Literature
2 Short U.S. Historical Document
Suggested Supplementary Titles:
Washington’s Farewell Address
The Gettysburg Address
Roosevelt’s Four Freedoms speech
King’s “Letter from Birmingham Jail”
13
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
January 6 – February 14 (Term 2 Ends January 10)
To Kill a Mockingbird by Harper Lee
Literary Analysis (Fiction), Argumentative Essay, Narrative Writing
Unit 4
Essential
Questions:
 What influence do class and race have on decisions people make?
 How can literature influence human behavior as it relates to stereotypes and prejudice?
 How can literature serve as a vehicle of change?
RL2:Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
MA ELA
Standards
RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
RL5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world
literature.
RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s
“Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how
a later author draws on a play by Shakespeare).
W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
14
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Concepts and
Skills
Theme
Main Idea
Character Development
Plot Structure/Sequence
Point of View
Allusion
Argument
Narration: Reliable v. Unreliable
Racism
Theme
Point of View
Foreshadowing
Elements of Fiction
Setting
Symbolism
Tone
Suspense
Figurative Language
Tolerance
Morality
Equality



Content
Objectives






15
RL&RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly.
RL&RI4: Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings.
SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics, texts, and issues building on others’ ideas.
SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning.
SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings.
W4: Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience
W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information.
W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W1a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s)..
W1b: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the
strengths and limitations of both.
Identify the main idea of To Kill a Mockingbird and describe how specific details in the novel function to reveal this main idea.
Identify the major themes in To Kill a Mockingbird and explain how these themes are shaped by specific literary elements.
Explain how the major characters within To Kill a Mockingbird develop over the course of the text, and relate the development of these characters to the
development of the plot of the novel.
Analyze the representation of a work of art, photography or poetry related to one or more of the themes in To Kill a Mockingbird, and compare and contrast
how the same theme can be presented in different ways.
Identify Lee’s use of allusion in To Kill a Mockingbird, and explain how this allusion relates to one or more of the major themes in the novel.
Delineate the plot structure of To Kill a Mockingbird, and explain how this plot structure works to create suspense for the reader.
Identify a particular point of view or cultural experience reflected in a work of short fiction from outside the United States, and relate this work to a major
theme in To Kill a Mockingbird.
Write an argumentative essay related to the novel To Kill a Mockingbird in which precise, knowledgeable claims are introduced, and distinguished from
opposing claims.
Create a narrative of an imagined experience drawing on a theme presented in To Kill a Mockingbird using effective narrative technique.
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Assessments/Pr
oducts
Types of Writing
Routine Writing: Students should extract information from texts and react to that information through daily note-taking strategies such as Content Response Notes
and Cornell Notes. Notes of this sort should be completed for each of the literary concepts outlined within this unit. In addition, frequent, explicit vocabulary
instruction should be included using tools like multiple entry vocabulary journals and the Frayer Model.
Writing Assessment – Argumentative Essay:
Example Essay Question: Since its publication, To Kill a Mockingbird has been heralded as a great literary achievement. Such praise has made the novel a mainstay
in middle school and high school classrooms across the country. In fact, To Kill a Mockingbird is among the ten most frequently taught titles in the United States. In
a well-developed essay, argue for or against To Kill a Mockingbird’s place as novel required to be taught in high school. Be sure to provide relevant and specific
examples from the novel to support your thesis.
*More specific information regarding common, district-wide, end-of-term assessments forthcoming.
1 Extended Text:
Texts
To Kill a Mockingbird by Harper Lee
2 Short Works of Literature
Excerpts from “I Am Scout: The Biography of Harper Lee” by Charles J. Shields
The Poetry of Langston Hughes
“I Know Why the Caged Bird Sings” by Maya Angelou
“Ain’t I A Woman” by Sojourner Truth
The Problem We All Live With By Norman Rockwell (Art)
“Courage” by Anne Sexton
“If” by Rudyard Kipling
“Scottsboro, Too, Is Worth It’s Song” by Countee Cullen
“My Papa’s Waltz” by Theodore Roethke
“The Haunted Oak” by Paul Laurence Dunbar
*See list of supplementary titles in the appendix for additional titles
16
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
February 24 – April 11 (Term 3 Ends March 25)
Teacher’s Choice
Literary Analysis (Fiction), Informative/Explanatory Essay, Narrative Writing
Unit 5
Essential
Questions:
 Does my culture define my identity?
 What impact does culture have on one’s identity and actions?
 What happens when there is a clash between cultural values and principles?
RL2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined
by specific details; provide an objective summary of the text.
MA ELA
Standards
RL7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s
“Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
MA.8.A: Relate a work of fiction, poetry, or drama to the seminal ideas of its time.
Rl3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and
advance the plot or develop the theme.
RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and
developed, and the connections that are drawn between them.
RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world
literature.
W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
W3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
17
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Concepts and
Skills
Theme Main Idea Culture
Point of View
Informative Writing Narrative Writing
Plot Development Setting Tone Foreshadowing
Figurative Language
Conflict
Character Development
Sequence of Events
RL&RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
RL&RI4: Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics, texts, and issue ,building on others’ ideas and
expressing their own clearly and persuasively.
SL4:Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements)
in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
W4: Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience
W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display information
flexibly and dynamically.
W2a: Introduce a topic; organize complex ideas, concepts, and information to make important connections
and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
W2b: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of the
topics.
18
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Content
Objectives
Assessments/Pr
oducts
Students will:
 Determine the major themes in an extended work of fiction, and relate one or more of these themes to another work of literature that you have read.
 Determine the main idea in an extended work of fiction, and relate this main idea to a work of short non-fiction.
 Describe how the main characters develop over the course of an extended work of fiction, and explain how the development of their character contributes to
the reader’s understanding of theme in the novel.
 Explain how the events of an extended work of fiction relate to the seminal ideas of its time.
 Analyze the representation of a work of art, photography or poetry related to one or more of the themes in an extended work of fiction, and compare and
contrast how the same theme can be presented in different ways.
 Compare and contrast the ways in which a work of fiction and a work of non-fiction unfold their plot lines/series of ideas.
 Identify both the particular point of view and cultural experience reflected in an extended work of fiction, and explain how these two elements interact to
contribute to the theme of the novel.
 Convey complex ideas, concepts and information about an extended work of fiction clearly and accurately through informative/explanatory writing.
 Create real life narratives using effective narrative techniques.
Types of Writing
Routine Writing: Students should extract information from texts and react to that information through daily note-taking strategies such as Content Response Notes
and Cornell Notes. Notes of this sort should be completed for each of the literary concepts outlined within this unit. In addition, frequent, explicit vocabulary
instruction should be included using tools like multiple entry vocabulary journals and the Frayer Model.
Writing Assessment – Explanatory Essay: Students will write an explanatory essay on a topic related to a work of fiction that they are reading throughout this unit.
Narrative Essay: Students will write a narrative essay on an imagined experience related to the works of literature explored during this unit.
*More specific information regarding common, district-wide, end-of-term assessments forthcoming
1 Extended Work of Literature:
Texts
Teacher’s Choice
2 Short Informational Texts, 1 Short Work of Fiction
*See list of supplementary titles in the appendix for additional titles
19
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
April 21 – June 6 (Term 4 Ends)
A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah
Argumentative Writing
Unit 6
Essential
Questions:
 What can we learn from the stories of others? How do these stories affect our lives?
 Why is it important for people and cultures to construct narratives about their experience
 In the face of adversity what causes some individuals to prevail, while others fail?
RI2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
MA ELA
Standards
RI5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter).
RI6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify
false statements and fallacious reasoning.
RI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four
Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
RL9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how
a later author draws on a play by Shakespeare).
W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
20
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Concepts and
Skills
Central Idea
Structure of Non-Fiction
Rhetoric
Argument
Point of View
Author’s Purpose
Memoir
Symbolism
Theme
Child Soldiers
Social Injustice
Moral Obligation
Content
Objectives
Students will:
 Determine two or more main ideas in A Long Way Gone, and explain how they interact and build on one another to provide a complex analysis.
 Explain how an author unfolds an analysis or series of ideas or events in A Long Way Gone including the order in which the points are made, how they are
introduced and developed, and the connections that are drawn between them.
 Analyze and evaluate the effectiveness of the structure an Ishmael Beah uses in his or her exposition of A Long Way Gone, including whether the structure
makes points clear, convincing, and engaging.
 Determine an author’s point of view and purpose in A Long Way Gone in which the rhetoric is particularly effective, analyzing how style and content
contribute to the power, persuasiveness, or beauty of the text
 Analyze how an author draws on and transforms source material in a work of short fiction or poetry.
 Delineate and evaluate the argument and specific claims in a speech, assessing whether the reasoning is valid and the evidence is relevant and sufficient
 Identify false statements and fallacious reasoning in a work of non-fiction.
 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
21
RL&RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL&RI4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and place; how it sets a formal or informal tone).
SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
SL4:Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow
the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence and to add interest.
W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing
on addressing what is most significant for a specific purpose and audience
W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W1a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
W1b: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge level and concerns
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Assessments/
Products
Types of Writing
Routine Writing: Students should extract information from texts and react to that information through daily note-taking strategies such as Content Response Notes
and Cornell Notes. Notes of this sort should be completed for each of the literary concepts outlined within this unit. In addition, frequent, explicit vocabulary
instruction should be included using tools like multiple entry vocabulary journals and the Frayer Model.
Writing Assessment – Argumentative Essay:
Example Essay Question: There are numerous resources stating that Beah has falsified dates, events, and even the map in his memoir. After reading the novel and
the claims against him, who is correct? In a well-developed persuasive essay, prove which side is right in its claim.
End of the Year Assessment
*More specific information regarding common, district-wide, end-of-term assessments forthcoming.
1 Extended Informational Text:
Texts
A Long Way Gone by Ishmael Beah
2 Short Works of Literature, 1 short work of non-fiction
“For Child Soldiers, Every Day is a Living Nightmare” OP/ED Forbes Magazine, 2012
“Life After Death: Helping Former Child Soldiers Become Whole Again, Harvard School of Public Health Fall 2011
Ishmael Beah interview www.cbc.ca/thehour (You Tube)
*See list of supplementary titles in the appendix for titles
22
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Suggested Supplementary Titles:
Extended Texts
Fiction
 The Killer Angels: A Novel of the Civil War
by Michael Shaara
 My Antonia by Willa Cather
 Life of Pi by Yann Martel
 The Adventures of Sherlock Holmes by
Arthur Doyle
 I Know Why The Caged Bird Sings by Maya
Angelou
 Hunger of Memory by Richard Rodriguez
 The Joy Luck Club by Amy Tan
 The Catcher in the Rye by JD Salinger
 The Autobiography of an Ex-Colored Man by
James Weldon Johnson
 The Grapes of Wrath by John Steinbeck
 The Secret Life of Bees by Sue Monk Kidd
 A Long Way Gone by Ishmael Bea
 Godless by Pete Hautman
 White Fang by Jack London
 13 Reasons Why by Jay Asher
 Because I am Furniture by Thalia Chaltas
 American Born Chinese by Gene Luen Yang
 When I Was Puerto Rican by
 Winter Girls By Esmeralda Santiago
 I Know Why the Caged Bird Sings by Maya
Angelou
 Jane Eyre by Charlotte Bronte
 The Book Thief by Markus Zusak
Non-Fiction:
 The Diary of Anne Frank
 Hole in my Life by Jack Gantos
 Stitches by
 Chew on This by Eric Schlosser
Short Fiction
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23
Edgar Allen Poe – The Cask of
Amontillado
James Thurber – The Secret Life
of Walter Mitty (short story)
Richard Connell – The Most
Dangerous Game
O. Henry – The Gift of the Magi
Leslie Marmon Silko – The Man
to Send Rain Clouds
Toni Cade Bambara – Blues
Ain’t No Mockingbird
Pyramus and Thisbe by Ovid
The Tell Tale Heart; The Cask of
the Amontillado, etc. by Edgar
Allen Poe
The Secret Life of Walter Mitty
by James Thurber
Woman Hollering Creek, etc. by
Sandra Cisneros
Excerpts from House on Mango
Street by Sandra Cisneros
Wachale! By Ilan Stavens
Girl by Jamaica Kincaid
The Golden Kite and the Silver
Wind by Ray Bradbury
The Invalid’s Story by Mark
Twain
Harrison Bergeron by Kurt
Vonnegut
Eleven by Sandra Cisneros
Every Little Hurricane by
Sherman Alexie
The Necklace by Guy de
Maupassant.
No Face by Junot Diaz
Popular Mechanics by Raymond
Short Non-Fiction
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Franklin Roosevelt – State of the
Union address, 1941
Four Freedoms Speech by Franklin
Roosevelt
I Have a Dream by MLK Jr.
The Autobiography of an ExColored Man by James Weldon
Johnson
Speech to the Second Virginia
Convention by Patrick Henry
Farewell Address by George
Washington
informational, historical
The Gettysburg Address by
Abraham Lincoln
My English by Julia Alvarez
How to Tame a Wild Tongue by
Gloria Anzaldua
The Myth of the Latin Woman: I
Just Met a Girl Named Maria by
Judith Ortiz Cofer
Seeing by Annie Dillard
The Ways we Lie by Stephanie
Ericcson
No Name Woman by Maxine Hong
Kingston
One Being a Cripple by Nancy
Mairs
Two Ways to Belong in America by
Bharati Mukherjee
Ain’t I A Woman by Sojurner Truth
My Cuban Body by Carolina
Hospital
Why I Write by George Orwell
The Prince by Nicolo Machiavelli
King James I Speech on Divine
Poetry
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Langston Hughes, A Dream Deferred
William Wordsworth, I Wandered
Lonely as a cloud
Emily Dickinson, Hope is the Thing
With Feathers
Yusef Komunyakaa, Slam, Dunk &
Hook
Naomi Shihab Nye, Daily
Edgar Allen Poe, The Raven
William Shakespeare, The Seven Ages
of Man
Walt Whitman, I Hear America Singing
We Wear the Mask by Paul Laurence
Dunbar
Anabel Lee, The Raven by Edgar Allen
Poe
Incident by Countee Cullen
he Road Not Taken; Stopping by Woods
by Robert Frost
All American Girl by Julia Alvarez
Ode to a Pair of Socks by Pablo Neruda
All-American Girl by Julia Alvarez
The Stalin Epigram by Mandelstam
Crow Song by Margaret Atwood
Allegory by Thomas Hood
The Animal in Me by Dead Prez
Shakespeare’s Sonnet 116
Selected poems by Langston Hughes
“I Know Why the Caged Bird Sings” by
Maya Angelou
Model Curriculum Map: English Language Arts Grade 9
“Identity”



24
Carver
Thank You, M’am by Langston
Hughes
Dominos by Jack Argueros
Fiesta 1980 by Junot Diaz
2013-2014
Model Curriculum Map: English Language Arts Grade 9
“Identity”
Teaching Resources
25
2013-2014
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Note-taking
Content/Response Notes Organizer: Fiction, Drama, Poetry
Title:
Element/Device
Author:
Quotes & Notes (w/pg. #)
Importance
Pages:
H.O.T. Responses: Developing Habits of Mind*
__ Plot/Action
__ Character
__ Setting
__ Theme
__ Tone/Mood
__ Conflict/
Resolution
__ P.O.V.
Device (e.g., symbolism, irony,
flashback, satire,
personification):
____________
__ All the above.
Summary:


Important Development (e.g., “This section was important to the development of _____
because…..”)
Important Details/Evidence: Quotes & Notes
26
Extended Response:



Response
Details/Evidence
Explanation/Reasoning
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
H.O.T. Responses: Key Questions
Determine Importance:
 What specific text is important to think about and remember?
 Why is this text important to the development of the theme, a “big idea”, the tone/mood, the conflict/resolution; to the development of a selected element; as a
literary/poetic/dramatic/rhetorical device; for some other reason? What have I learned from it?
Question:
 What confusing words, phrases, lines, or passages do I need help with?
 What other questions do I have, that I want and need answers to?
Make Connections:
 How is __ similar to something/someone else I’ve read (about), observed, studied, heard (about), experienced, or know about? (Compare)
 How is __ contrary to something/someone else I’ve read (about), observed, studied, heard (about), experienced, or know about? (Contrast)
 How does __ help me reconsider some idea, issue, problem, challenge, experience, essential question that I (and/or other people) struggle with?
 What was the cause and/or effect of __? Why did __ happen? (Cause & Effect)
 How and why are these connections interesting and important, to everyone and/or to me?
Identify the Theme & Author’s Point of View
 Why did the author write this story, poem, play?
 What important idea, issue, problem, challenge, human condition, or essential question did the author want to explore or explain?
 What, if any, position did the author take on this idea, issue, problem, challenge, human condition, or essential question?
Reflect/Search for Relevance:
 What lesson(s)/new idea(s) have I learned from __?
 How has __ changed my thinking, and why?
 How can I apply what I’ve learned in some positive way?
Infer/Interpret:
 What do I think I know about __ that hasn’t already been revealed?
 Why did s/he do that? What are his/her intentions or beliefs?
 What does he/she mean by this?
 What does this line, passage, event, characterization, or setting imply, indicate, or suggest? What might it be a symbol of, or a metaphor for?
 What does all of this add up to, given what I just read and already know?
Comment/Evaluate:
 What adjective(s) best describe __ ? What text leads me to believe this?
 What action, idea, point of view, or solution do I like/dislike (or agree/disagree) with? What text leads me in this direction?
 What other action, idea, point of view, or solution would I prefer, and why?
Predict/Estimate:
 What will happen next, given what I’ve read, seen, heard?
 What will the results likely be, given what I’ve read, seen, heard?
Visualize:
 How can I summarize or characterize __ in one or more images?
 What details are essential to include in my visual?
27
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Content Response Notes (Informational Text)
Chapter/Section/Article/Document/Presentation Title/Topic
Key Concepts, Phenomena,
Processes, Events, Documents,
Decisions, Laws, People,
Organizations, Inc.
Name it:


Explain It:
Succinctly, in note form, using your own words (and key quotes from primary source documents).
Include keys dates.
Helpful Hints:
Identify and list the key
concepts, events, phenomena,
etc. included in the title, major
headings, subheadings,
illustrations, boldfaced and
italicized words, chapter
summary as you preview the
text.
Identify and list additional key
concepts, phenomena, events,
people, etc. as you read, listen,
and/or watch.
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

Underline or highlight the names of key concepts, people, phenomena, events, etc.
Write in phrases or key words
Use a symbol to identify the main idea
Use a different symbol to identify important details and examples, directly under the main ideas.
Question It:


Identify any questions you have
about key concepts, events,
phenomena, etc.
You will answer these
questions after you’ve
completed your content notes.
Summarize It: 100 Word Limit


Briefly synthesize what you have learned from the reading, video, or presentation, including the topic, main idea, most important details, and
examples.
Explain why the concepts, phenomena, people, etc. you studied are important for your and others to study, remember and understand.
28
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Vocabulary Strategies
Steps in the Vocabulary Self-Selection Strategy
(Adapted from Bolachowics & Fischer, 2002)
1. Have students read a text selection and identify two words that they find interesting or challenging.
2. Have each student write these two words on a card so that they can be shared with the class.
3. Ask the class to vote on five to eight words to be learned for the week.
4. Engage students in a discussion of the words to clarify, elaborate, and extend word meanings.
5. Have students record the word on the My Words Sheet and the Class Words sheet and generate a chart, diagram, picture, and
definition to help them remember the words’ meanings.
6. As an extension to this activity, ask students to create writing assignments, activities, games, and practice tests based on the
selected words.
29
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Name
Date
Class Words: Vocabulary Self-Selection Strategy Sheet
Word
30
Sentence
Definition
Memory Help
How I’ll Use It
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Personal Vocabulary Journals
Source: Based on Wood, K.D. (1994). Practical strategies for Columbus, OH: National Middle School Association improving instruction.
Content Objective: Students will understand and acquire new vocabulary and use it correctly in reading and writing.
Language Objective: Identify and use correctly new words acquired through study of their different relationships to other words.
Rationale/Description: Most vocabulary words learned by students are determined by the teacher, usually through commercially prepared
materials and textbooks. Consequently, students do not have the opportunity to learn vocabulary words of their own choosing, based on their
individual interests. The Personal Vocabulary Journal can be used by teachers of all grade levels and subject areas to help focus students’
attention on new words of interest throughout their daily life at home or at school.
Intended for: Students of all grade levels, ability levels, and subject areas.
Procedure:
Step One: Ask students if they have ever heard or read a word in our out of class and wondered what it meant. Also, ask if they would like to
have the opportunity to choose their own words to study instead of having the teacher decide which are most important.
Step Two: Display a blank vocabulary form on a document reader or on a handout. Tell the students that they will use this form to record one or
two (or more) vocabulary terms that interest them or that relate to the particular unit of study.
Step Three: Demonstrate a sample entry by thinking aloud the process that students will undergo to select and record their entries. Enlist the
participation of the class whenever possible.
Step Four: Make copies of the Personal Vocabulary Journal Collection handout and distribute it to the class. Explain that they may be asked to
keep a vocabulary journal for other subjects as well. Also explain that they may be asked to choose any word encountered that interests them, not
necessarily one that is related to a topic studied in class.
Step Five (discussion option): Students can be assigned to small groups of five to eight students to share words from their vocabulary journals.
When appropriate, they may be asked to act out their words or make drawings to depict their meanings (these drawings can be displayed on your
word wall).
Step Six (Additional options): Students may be asked to select two or three vocabulary words from their Personal Vocabulary Journals for the
weekly or unit vocabulary tests. These terms can be submitted to the teacher for assessment purposes. Students can also choose two or three
words to from their journal to add to their word wall.
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Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
ELL Tip: The Personal Vocabulary Journal can be adapted for use with English language learners and second language learners. Have students
write vocabulary words in both languages. They can include definitions and examples in both languages.
Personal Vocabulary Journal Sample Exercise
My new word is squall
It is related to our science unit on weather
I found it on the weather station on TV.
The specific context is New Yorkers were surprised by a think squall early this morning. No precipitation is expected
tomorrow, however.
I think it means rain storm
The appropriate dictionary definition is a sudden gust of wind; a black squall has dark clouds; a thick squall has hail or sleet
It reminds me of the word squall used in our Language Arts story which meant “to scream.”
My sentence isThe black squall scared the young children as they played ball in the street
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Model Curriculum Map: English Language Arts Grade 9
“Identity”
Personal Vocabulary Journal Collection
My new word is
It is related to
I found it
The specific context is
I think it means
The appropriate dictionary definition is
It reminds me of
My sentence is
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2013-2014
Model Curriculum Map: English Language Arts Grade 9
“Identity”
Personal Vocabulary Journal
Sample Exercise for English Language Learners
My new word is
Spanish
Esfera
English
Sphere
It is related to
Geometria
Geometry
I found it
En el libro de texto
The textbook
I think it means
Bola o pelota
A ball
Definition
Un objecto esferico o una
pelota
Spherical object or ball
Example
Un baloncesto es una
esfersa.
A basketball is a sphere
Picture
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2013-2014
Model Curriculum Map: English Language Arts Grade 9
“Identity”
Personal Vocabulary Journal
My new word is
It is related to
I found it
I think it means
Definition
Example
Picture
35
2013-2014
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Rubrics
Argument
Score of 4
Score of 3
Score of 2
Score of 1
9-10
Organization
and
Development
Support
Conventions
of Standard
English
Knowledge of
Language and
Style
Vocabulary
36
Introduces precise claim(s), and distinguishes
the claim(s) from alternate or opposing claims
Introduces precise claim(s), and
distinguishes the claim(s) from alternate or
opposing claims.
Establishes clear relationships among
claim(s), counterclaims, reasons, and
evidence.
Establishes relationships among claim(s),
counterclaims, reasons, and evidence.
Skillfully uses words, phrases, and clauses to
link the major sections of the text, create
cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and
evidence, and between claim(s) and
counterclaims.
Uses words, phrases, and clauses to link the
major sections of the text, create cohesion,
and clarify the relationships between
claim(s) and reasons, between reasons and
evidence, and between claim(s) and
counterclaims.
Provides a concluding statement or section
that follows from and supports the argument.
Develop claim(s) and counterclaims fairly,
supplying evidence for each while pointing
out the strengths and limitations of both in a
manner that anticipates the audience’s
knowledge level and concerns.
Demonstrates skillful command of the
conventions of standard English grammar,
usage, capitalization, punctuation and spelling.
Provides a concluding statement or section
that follows from the argument.
Develop claim(s) and counterclaims fairly,
supplying evidence for each while pointing
out the strengths and limitations of both.
*See focus areas for conventions of Standard
English below
Eloquently maintains a formal style and
objective tone in relation to argumentation.
Fully conforms to the guidelines in an MLA
format.
Uses precise language and domain-specific
vocabulary to manage to complexity of the
topic.
Introduces claim(s), but fails to distinguish
the claim(s) from alternate or opposing
claims, and does not establish clear
relationships among claim(s),
counterclaims, reasons, and evidence.
Inconsistently uses words, phrases, and
clauses to link the major sections of the
text, resulting in a lack of cohesion, and
clarify in the relationships between claim(s)
and counterclaims.
Fails to adequately Identify a claim(s).
Inadequate use of words, phrases, and
clauses to link the major sections of the
text, which results in a lack of clarity
and cohesion.
Does not provide a conclusion that is
connected to the argument.
Provides a conclusion, but it is disconnected
from the argument.
Does not fully develop claim(s) and
counterclaims, and/or supplying evidence
for each.
Fails to develop, and/or supplying
evidence for claims and counterclaims.
Demonstrates limited command of the
conventions of standard English grammar
and usage.
Fails to demonstrate command of the
conventions of standard English
grammar and usage.
Maintains a formal style and objective tone
in relation to argumentation.
*See focus areas for conventions of
Standard English below
Inconsistently uses formal style and
objective tone in relation to argumentation.
*See focus areas for conventions of
Standard English below
Lacks formal style and objective tone in
relation to argumentation.
Conforms to the guidelines in an MLA
format.
Uses well-chosen language and domainspecific vocabulary to manage to
complexity of the topic.
Does not fully conform to the guidelines in
an MLA format.
Inadequate use of appropriate language and
domain-specific vocabulary to manage to
complexity of the topic.
Does not conform to the guidelines in
an MLA format.
Fails to use appropriate language and
domain-specific vocabulary to manage
to complexity of the topic
Demonstrates command of the conventions
of standard English grammar and usage.
*See focus areas for conventions of
Standard English below
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Explanatory 910
Organization
and
Development
Score of 4
Score of 3
Score of 2
Introduces a topic; organizes complex ideas,
concepts, and information to make important
connections and distinctions.
Introduces a topic; organizes complex ideas,
concepts, and information to make
important connections and distinctions.
Introduces a topic, but fails to organize
complex ideas, concepts, and information to
make important connections and
distinctions.
Uses appropriate and varied transitions to link
the major sections of the text, create cohesion,
and clarify relationships among complex ideas
and concepts.
Uses some transitions to link the major
sections of the text, but a lack of variety
impacts the cohesion and clarity of
relationships among complex ideas and
concepts.
Provides a concluding statement or section
that follows from and supports the information
or explanation presented (e.g. articulating
implications of the significance of the topic).
Provides a concluding statement or section
that it follows from.
Support
Develops the topic with well-chosen, relevant,
and sufficient facts, extended definitions,
concrete details, quotations, or other
information and examples appropriate to the
audience’s knowledge of the topic.
Develops the topic with relevant and
sufficient facts, extended definitions,
concrete details, quotations, or other
information and examples.
Conventions
of Standard
English
Demonstrates command of the conventions of
standard English grammar, usage,
capitalization, punctuation and spelling
throughout the paper.
Demonstrates command of the conventions
of standard English grammar, usage,
capitalization, punctuation and spelling, but
with some minor mistakes.
*See focus areas for conventions of Standard
English below
Eloquently maintains a formal style and
objective tone in relation to
informative/explanatory writing.
*See focus areas for conventions of
Standard English below
Maintains a formal style and objective tone
in relation to informative/explanatory
writing.
Fully conforms to the guidelines in an MLA
format.
Uses precise language and domain-specific
vocabulary to manage to complexity of the
topic.
Fully conforms to the guidelines in an MLA
format.
Uses well-chosen language and domainspecific vocabulary to manage to
complexity of the topic.
Knowledge of
Language and
Style
Vocabulary
37
Inconsistent use of transitions to link the
major sections of the text, but a lack of
variety impacts the cohesion and clarity of
relationships among complex ideas and
concepts.
Provides a conclusion, but it is disconnected
from the information or explanation
presented.
Does not fully develops the topic with
well-chosen, relevant, and sufficient facts,
and may be missing extended definitions,
concrete details, quotations, or other
information and examples appropriate to the
audience’s knowledge of the topic.
Demonstrates limited command of the
conventions of standard English grammar
and usage.
Score of 1
Fails to adequately introduce the topic
Inadequate use of transitions to link the
major sections of the text, but a lack of
variety impacts the cohesion and clarity
of relationships among complex ideas
and concepts.
Does not provide a conclusion that is
connected to the information or
explanation presented.
Fails to develop, and/or supplying wellchosen, relevant, and sufficient facts,
extended definitions, concrete details,
quotations, or other information and
examples.
Fails to demonstrate command of the
conventions of standard English
grammar and usage.
*See focus areas for conventions of
Standard English below
*See focus areas for conventions of
Standard English below
Inconsistently uses formal style and
objective tone in relation to
informative/explanatory writing.
Lacks formal style and objective tone in
relation to informative/explanatory
writing.
Does not conform to the guidelines in
an MLA format.
Does not fully conform to the guidelines in
an MLA format.
Inadequate use of appropriate language and
domain-specific vocabulary to manage to
complexity of the topic.
Fails to use appropriate language and
domain-specific vocabulary to manage
to complexity of the topic
Model Curriculum Map: English Language Arts Grade 9
“Identity”
Comments/Suggestions:
38
2013-2014
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Narrative
Score of 4
Score of 3
Score of 2
Score of 1
9-10
Organization
and
Development
Engages and orients the reader by setting out a
problem, situation, or observation,
establishing one or multiple point(s) of view,
and introducing a narrator, and/or characters
Creates a smooth progression of experiences
of events
Use of a variety of techniques to sequence
events so that they build on one another to
create a coherent whole.
Provides a conclusion that follows from and
reflects on what is experienced, observed, or
resolved over the course of the narrative.
Engages and orients the reader by setting
out a problem, situation, or observation,
establishing one or multiple point(s) of
view, and introducing a narrator, and/or
characters
Creates a progression of experiences of
events
Some use of techniques to sequence events
so that they build on one another to create a
coherent whole.
Narrative
Technique
Uses narrative techniques, such as dialogue,
pacing, description, reflection, and multiple
plot lines to develop experiences, events,
and/or characters.
Provides a conclusion that follows from
what is experienced, observed, or resolved
over the course of the narrative.
Uses some narrative techniques, such as
dialogue, pacing, description, reflection,
and multiple plot lines to develop
experiences, events, and/or characters.
Conventions
of Standard
English
Demonstrates command of the conventions of
standard English grammar, usage,
capitalization, punctuation and spelling
throughout the paper.
Demonstrates command of the conventions
of standard English grammar, usage,
capitalization, punctuation and spelling, but
with some minor mistakes.
*See focus areas for conventions of Standard
English below
Eloquently maintains a formal style and
objective tone in relation to narrative writing.
*See focus areas for conventions of
Standard English below
Maintains a formal style and objective tone
in relation to narrative writing.
The writing fully conforms to the guidelines in
an MLA format.
The writing fully conforms to the guidelines
in an MLA format.
Uses precise words and phrases, telling
details, and sensory language to convey a
vivid picture of experiences, events, settings,
and/or characters.
Uses well-chosen words and phrases, telling
details, and sensory language to convey a
picture of experiences, events, settings,
and/or characters.
Knowledge of
Language and
Style
Use
Vocabulary
and Imagery
39
Orients the reader by setting out a problem,
situation, or observation, but fails to
establish one or multiple point(s) of view,
or introduce a narrator, and/or characters
Fails to engage or orient the reader.
Lacks a progression of experiences of
events
Fails to use techniques to sequence
events so that they build on one another
to create a coherent whole.
Limited use of techniques to sequence
events so that they build on one another to
create a coherent whole.
Lacks a progression of experiences of
events
Lacks a conclusion.
Provides a conclusion, but it is disconnected
from what is experienced, observed, or
resolved over the course of the narrative.
Limited use of narrative techniques, such as
dialogue, pacing, description, reflection,
and multiple plot lines to develop
experiences, events, and/or characters.
Demonstrates limited command of the
conventions of standard English grammar
and usage.
Fails to use narrative techniques, such
as dialogue, pacing, description,
reflection, and multiple plot lines to
develop experiences, events, and/or
characters.
Fails to demonstrate command of the
conventions of standard English
grammar and usage.
*See focus areas for conventions of
Standard English below
*See focus areas for conventions of
Standard English below
Inconsistently uses formal style and
objective tone in relation to narrative
writing.
Lacks formal style and objective tone in
relation to narrative writing.
The writing does not fully conform to the
guidelines in an MLA format.
Inadequate use of precise words and
phrases, telling details, and sensory
language.
The writing does not conform to the
guidelines in an MLA format.
Fails to use of precise words and
phrases, telling details, and sensory
language.
Model Curriculum Map: English Language Arts Grade 9
“Identity”
Comments/Suggestions:
40
2013-2014
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Research
Score of 4
Score of 3
Score of 2
Score of 1
9-10
Organization
and
Development
The research answers a teacher or student
generated question or solves a problem. The
paper narrows or broadens the inquiry when
appropriate
The paper synthesizes multiple sources on the
subject, demonstrating understanding of the
subject under investigation.
Skillfully uses words, phrases, and clauses to
link the major sections of the text, create
cohesion, and clarify the relationships between
ideas.
Provides a concluding statement or section
that answers the question or solves the
problem under inquiry.
Provides relevant information from multiple
authoritative print and digital sources, using
advanced searches effectively.
Assesses the usefulness of each source in
answering the question.
Support
Integrates information into the text selectively
to maintain the flow of ideas, avoiding
plagiarism.
Conventions
of Standard
English
Knowledge of
Language and
Style
Use
Vocabulary
41
Demonstrates skillful command of the
conventions of standard English grammar,
usage, capitalization, punctuation and spelling.
Eloquently maintains a formal style and
objective tone in relation to research.
Fully conforms to the guidelines in an MLA
format.
Skillfully uses general academic and domain
specific words and phrases at the college and
career readiness level.
The research answers a teacher or student
generated question or solves a problem.
The paper synthesizes sources on the
subject, demonstrating understanding of the
subject under investigation.
Uses words, phrases, and clauses to link the
major sections of the text, create cohesion,
and clarify the relationships between ideas.
Provides a concluding statement or section
that answers the question or solves the
problem under inquiry.
Provides relevant information from multiple
authoritative print and digital sources, but is
lacking in effective use of advanced
searches.
Assesses the usefulness of each source in
answering the question
The research is not based on answering a
teacher or student generated question or
problem,
The research fails answers a teacher or
student generated question or solves a
problem.
The paper provides information,
demonstrating basic understanding of the
subject under investigation.
The paper provides little to no relevant
information related to the subject under
investigation.
Inconsistently uses words, phrases, and
clauses to link the major sections of the
text, resulting in a lack of cohesion.
Inadequate use of words, phrases, and
clauses to link the major sections of the
text, which results in a lack of clarity
and cohesion.
Provides a concluding statement or section,
but fails to answer the question or solve the
problem under inquiry.
Provides some information from print and
digital sources, but is lacking in effective
use of advanced searches.
Assess the usefulness of some of the
sources in answering the question.
Does not provide a conclusion that is
connected to the question or problem
under inquiry.
Fails to provide information from print
and digital sources.
Fails to assess the usefulness of each
source in answering the question.
Integrates some information into the text
selectively, but fails to maintain the flow of
ideas.
Fails to integrate an adequate amount of
relevant information into the text
selectively, and fails to maintain the
flow of ideas.
Maintains a formal style and objective tone
in relation to research.
Demonstrates limited command of the
conventions of standard English grammar
and usage.
Inconsistently uses formal style and
objective tone in relation to research.
Fails to demonstrate command of the
conventions of standard English
grammar and usage.
Lacks formal style and objective tone in
relation to research.
Conforms to the guidelines in an MLA
format.
Uses general academic and domain specific
words and phrases at the college and career
readiness level.
Does not fully conform to the guidelines in
an MLA format.
Inadequate use of general academic and
domain specific words and phrases at the
college and career readiness level
Does not conform to the guidelines in
an MLA format.
Fails to use general academic and
domain specific words and phrases at
the college and career readiness level
Integrates information into the text
selectively to maintain the flow of ideas,
avoiding plagiarism.
Demonstrates command of the conventions
of standard English grammar and usage.
Model Curriculum Map: English Language Arts Grade 9
“Identity”
Comments/Suggestions:
42
2013-2014
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Oral
Presentation 910
Score of 4
Presentation
of Knowledge
and Ideas
Presents information, findings, and supporting
evidence clearly, concisely, and logically so
that listeners can follow the line of reasoning
and the organization
Presents information, findings, and
supporting evidence clearly, and logically
so that listeners can follow the line of
reasoning and the organization
Student presents information, findings
clearly, but is lacking the supporting
evidence and organization that listeners
need to follow the line of reasoning.
The development, substance, and style of the
presentation are appropriate to purpose,
audience, and task.
The development and substance of the
presentation are not fully appropriate to
purpose, audience, and task.
The speech eloquently maintains a formal
style and objective tone in relation to task.
The development and substance of the
presentation are appropriate to purpose,
audience, and task, but may be packing
stylistically.
The speech maintains a formal style and
objective tone in relation to task.
Student demonstrates command of formal
English when indicated or appropriate.
Student demonstrates command of formal
English when indicated or appropriate.
Student maintains eye contact with the
audience throughout the presentation.
Student maintains eye contact with the
audience for most of the presentation.
Oral
Presentation
Skills
Score of 3
Score of 2
Score of 1
Student fails to present information,
findings, and supporting evidence
clearly, concisely, and logically so that
listeners can follow the line of
reasoning and the organization
The speech maintains a formal style and
objective tone in relation to task for some,
but not all, of the presentation.
The presentation lacks development,
substance, and style appropriate to
purpose, audience, and task.
The speech fails to maintain a formal
style and objective tone in relation to
task.
Student demonstrates some command of
formal English when indicated or
appropriate.
Student fails to demonstrate command
of formal English when indicated or
appropriate.
Student maintains eye contact with the
audience for some of the presentation.
Student fails to maintain eye contact
with the audience for most of the
presentation.
Student makes limited use of digital
media (e.g., textual, graphical, audio,
visual, and interactive elements) in the
presentation, leading to a lack of
interest for the audience.
Use of Media
Student makes strategic use of digital media
(e.g., textual, graphical, audio, visual, and
interactive elements) in the presentation to
enhance understanding of findings, reasoning,
and evidence to add interest for the audience.
Student makes good use of digital media
(e.g., textual, graphical, audio, visual, and
interactive elements) in the presentation to
enhance understanding of findings,
reasoning, and evidence to add interest for
the audience.
Student makes some use of digital media
(e.g., textual, graphical, audio, visual, and
interactive elements) in the presentation to
enhance understanding of findings,
reasoning, and evidence, but fails to
maintain interest for the audience.
Use of
Vocabulary
The student skillfully uses general academic
and domain specific words and phrases at the
college and career readiness level.
The student uses general academic and
domain specific words and phrases at the
college and career readiness level.
Preparedness/
Length of
Presentation
Completely prepared and has obviously
rehearsed the presentation.
Completely prepared, but needs more
rehearsal of the presentation prior to
delivery.
The student inadequately uses general
academic and domain specific words and
phrases at the college and career readiness
level
Somewhat prepared, and has not fully
rehearsed the presentation.
The student fails to use general
academic and domain specific words
and phrases at the college and career
readiness level
Unprepared and has failed to rehearse
the presentation.
Delivers the presentation within three
minutes of the allotted time.
Delivers the presentation within four or
more minutes of the allotted time.
Delivers the presentation within the allotted
amount of time.
43
Delivers the presentation within two
minutes of the allotted time.
Model Curriculum Map: English Language Arts Grade 9
“Identity”
Comments/Suggestions:
44
2013-2014
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Formative Assessment Examples
Strategy
Index Card
Summaries/Questions
Description
Distribute index cards and ask students to write on both sides, with these instructions: (Side 1) Based on our study of (unit topic), list a big idea that you
understand and word it as a summary statement. (Side 2) Identify something about (unit topic) that you do not yet fully understand and word it as a
statement or question.
Ask students to display a designated hand signal to indicate their understanding of a specific concept, principle, or process: “I understand:” Thumbs Up,
“I don’t understand:” Thumbs Down, “I’m not completely sure:” Thumbs in the Middle
A one minute essay question is a focused question with a specific goal that can be answered within a minute or two.
Present students with an analogy prompt related to the concept, principle, or process that they are learning: (Blank) is like (Blank) because…….
Any of several forms of graphical organizers which allow students to perceive relationships between concepts through diagramming key words
representing those concepts.
3 things you learned; 2 things you already knew, 1 thing you still don’t fully understand
Students respond to a question by thinking about it, writing about it, and then sharing their ideas with a nearby partner
Hand Signals
One Minute Essay
Analogy prompt
Web or Concept Map
3,2,1
Think, Write, Pair,
Share
Misconception Check
3 Minute Pause






Observation
Idea Spinner
Inside-Outside Circle
S-O-S Summary
Fact Storming
Peer Assessment
KWL
Graffiti Walls
45
Present students with common or predictable misconceptions about a designated concept, principle, r process. Ask them where they agree or disagree
and explain why. The misconception check can also be presented in the form of a multiple choice or true-false quiz.
The Three-Minute Pause provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to
prior knowledge or experience, and seek clarification.
I changed my attitude about…
I became more aware of…
I was surprised about…
I felt…
I related to…
I empathized with…
Walk around the classroom and observe students as they work to check for learning. Strategies may include anecdotal records, conferences, or
checklists.
The teacher creates a spinner marked into 4 quadrants and labeled “Predict, Explain, Summarize, Evaluate.” After new material is presented, the teacher
spins the spinner and asks students to answer a question based on the location of the spinner. For example, if the spinner lands on the
Inside and outside circles of students face each other. Within each pair of facing students, students quiz each other with questions they have written.
Outside circle moves to creates new pairs. Repeat.
The teacher presents a statement (S), asks the student’s opinion (O) (whether the student agrees or disagrees with the statement), and asks the student
to support (S) his or her opinion with evidence.
See attached “Fact Storming” sheet for full description and directions
Classmate evaluates peer work as compared to a set of criteria: rubric, checklist, etc. (See attached “Peer Assessment” guides for examples).
KWL is a type of graphical organizer that students fill out before, during and after learning a new topic, concept or process, in which they fill in what they
“Know,” what they “What to Know,” and what they “Learned.”
The teacher places a large sheet of paper on a smooth surface, and invites the students to write or draw what they know about the topic. Students “sign:
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Traffic Light
Directed Paraphrasing
Application Cards
Self-Assessment
Strategy #1
Ungraded Descriptive
Feedback
Self-Assessment
Strategy #2 or
Self Reflection
Four Corners (Frayer
Model)
Chain notes
46
their work or statement, allowing the teacher to see, at a glance, misconceptions, prior knowledge, and new learning targets
Students use a green, yellow, and red marker to indicate the level of help they need with their work, by marking the appropriate color next to different
sections of a piece of written work
Ask students to write a layman’s translation of something they have just learned, geared to a specified individual or audience to access their ability to
comprehend and transfer concepts. Categorize student responses according to characteristics you think are important.
After teaching about an important theory, concept, or procedure, ask students to write down at least one real-world application for what they have just
learned to determine how they can transfer their learning. Quickly read and categorize them according to their quality. Pick out a broad range of
examples, and present them to the class.
Have students self-assessed using a few guiding sentence fragments, such as:
I am pleased with my work so far, because…
Two improvements I’ve made are…
Next time I revise my work, I need to focus on…
I would grade myself a _________because I…
In order to improve, I need to…
Feedback that includes suggestions for improving the quality of the work; (Not a grade or %)
Post self-evaluation questions on the wall in the classroom. Examples of such questions would be as follows:
What were you most pleased about?
What do you need more help with?
What did you find difficult?
What did you already know about it?
What did you find easy?
What helped you move on to learn something new?
Four Corners is useful as a strategy at many grade levels and in many subject areas. It makes use of a familiar graphic organizer. Four boxes contain the
words definition, information, example and non-example. The topic or concept is named in the middle of the graphic organizer.
Students pass around an envelope on which the teacher has written one question about the class. When the envelope reaches a student he/she spends a
moment to response to the question and the places the response in the envelope. Look through the responses and determine the best criteria for
categorizing the data with the goal of detecting response patterns. Discuss the patterns with students.
Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Lesson Planning
Lesson Plan Template
Essential Questions:
 What thought-provoking questions will foster inquiry, deepen understanding, and transfer beyond the classroom?
Learning Objectives:
 What facts and basic concepts should students know and be able to recall?
 What discrete skills and processes should students be able to use?
Lesson Activities and Strategies:
 Launching the Lesson
o Grab the students’ attention
o Generate curiosity about the topic
o Make connections between previous lesson and today’s lesson
o Establish the purpose of the lesson
 Guided Practice
o Building background for students
o Modeling
o Building Vocabulary
o Pre-assessing where the students are at in terms of their knowledge and skills.
 Independent/Collaborative Work
o What are students producing independently or collaboratively to demonstrate that they have mastered the objective?
o Is the activity or assignment designed so that students can make connections?
o How are students grouped?
o How is the lesson differentiated?
o Is the activity hands-on? Engaging? Applicable beyond the classroom?
o Is there an opportunity for students to engage in some higher order discussion with each other?
 Closure
o What will the students (and you) do to summarize as assess what has been learned?
o How will you address gaps in understanding you’ve identified during the lesson?
 Notes/Reflections:
o What worked? What didn’t work? What are your next steps?
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Model Curriculum Map: English Language Arts Grade 9
2013-2014
“Identity”
Class:
Dates:
Teacher:
Essential Question(s): What thought provoking questions will you explore this week that will foster inquiry, deepen
understanding, and transfer beyond the classroom?
Learning Objectives:
Assessment:
 What facts and concepts  How will you know if
will students know?
your students met
the lesson objectives?
 What discrete skills and
processes will students be
able to use?
D
A
Y
1
D
A
Y
2
D
A
Y
3
D
A
Y
4
D
A
Y
5
D
A
Y
6
48
Lesson Activities/Strategies/Homework:
 How will you launch the lesson?
 How will you guide their learning?
 What independent/collaborative work will students engage in?
 How will you close the lesson?
Model Curriculum Map: English Language Arts Grade 9
“Identity”
D
A
Y
7
NOTES:
What worked? What didn’t work? What are your next steps?
49
2013-2014